Accommodation Descriptions

The following information provides a more detailed description of accommodations listed on the Letter of Accommodation.

Testing Accommodations

Assistive Technology

Equipment

Furniture

Service Providers

Making Course Materials and Media Accessible

In-Class Accommodations

Disability-Related Absences

Testing Accommodations

Instructor-facilitated tests — Instructors are responsible for providing most test accommodations. For example, instructors may allow students to take their tests in a tutoring center. However, certain accommodations (those requiring a reader or scribe) may require assistance from Disability Resources.

Tests facilitated by Disability Resources — When a student in your class has requested Test Accommodations through D.R., the appropriate staff member will work together with an instructor and student to ensure that test accommodations are arranged in a timely way. We ask that students make their requests to us 5 working days in advance. For specific testing processes, go to: Test Accommodation Process

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Assistive Technology

Mouse / Pointer — Students unable to use a standard mouse or pointing device may use a trackball or other specialized equipment as their mouse. Disability Resources and Instructional Computing share the responsibility for installing any equipment.

Keyboard — Students unable to use a standard QWERTY keyboard may request the use of other keyboards (MicroSoft Natural or other ergonomic keyboard, on-screen, mini, etc.)

Monitor — Students with visual impairments may request the use of a large (20"-21") monitor in class or in the computer labs.

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Equipment

Assistive Listening Devices (ALD):

• Students with hearing loss may have difficulty hearing the lecture, classroom comments or questions without assistance. The purpose of the ALD is to amplify the sound of the speaker for the listener.
• The instructor will need to wear a clip microphone, attached to clothing near the mouth (or ask for a headset mic), and a small transmitter (put in a pocket, or attach to waistband), and turn it on.
• The student will use the receiver and some sort of listening accessory (headphones, etc.) to amplify the lecture to the volume needed.
• If small group discussion is part of the course work, the student can ask for a "conference" mic, which will amplify the voices of all group participants.

Magnification Devices:

• Students with visual impairments may need a magnification device to help them see things otherwise invisible to them unassisted. This may include a portable computer/video magnifier.

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Furniture

Accessible Workstation:

• The workstation needs to be an adequate height for students who use wheelchairs. They must be able to comfortably reach the keyboard, mouse, and monitor to fully participate in class. Assistive software and ergonomic hardware are often loaded onto or attached to this accessible computer workstation.

Tables & Chairs:

• Students are responsible for making a request for furniture accommodations with D.R. before the start of the term.
• Once placed in the classroom, it becomes the instructor's responsibility to ensure that the furniture is reserved for the student during the specified class.
• If another student appears to need a separate table or chair please submit a request to Facilities. It may also be appropriate to refer the student to Disability Resources.

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Service Providers

• Students may be accommodated by a variety of Service Providers, who are Lane employees. Their tasks include providing communication access, e.g. sign language interpretation or computer notetaking. They may also provide in-class assistance.
• Service Providers are not registered for the class, and should not participate except to ask for clarification. Service Providers are not tutors, and do not have contact with students outside of class. Seating will need to be available for these Service Providers.
• Service Providers may contact the instructor directly to request use of a textbook or other materials used in class.

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Making Course Materials and Media Accessible

Some students require copies of overheads or PowerPoints, either prior to class or shortly afterwards.  There are several ways that this can happen:

• Make printed copies available
• Make documents available electronically through Moodle or email
  • You may contact the Academic Technology Center (ATC) if you need assistance with Moodle at ext. 3377 or their website: http://2011sitearchive.lanecc.edu/atc/index.html
• If overheads are created or edited during class, please provide a copy after class to a student who has this accommodation.  Alternatively, you may ask Disability Resources to make copies.

Enlargements — Handouts used during class need to be enlarged to the font size specified on the student's Letter of Accommodation (LOA), so the student can fully participate in class.

Multimedia:

• Students with hearing loss can't always hear or understand what's said on a video recording.
• If you intend to use a video recording in class, plan ahead and check to see if it's captioned (look for the cc icon). If you're not sure, contact Disability Resources and we can double-check for you.
• Contact AudioVisual Services to ask for instruction on how to enable captioning: ext. 5368 http://2011sitearchive.lanecc.edu/it/audiovisual/
• If the media you plan to use is not captioned or subtitled, contact Disability Resources.

For additional information on materials in Alternate Formats, see:

Alternate Format — Faculty Guidelines

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In-Class Accommodations

Extensions on Some Deadlines and In-Class Assignments:

• Some students have disabilities that make it challenging to complete lengthy in-class writing assignments.  At the student's request, instructors should allow an appropriate amount of extra time for the student to complete the assignment; how much extra time needs to be negotiated between instructor and student.
• Some students have disabilities that make large assignments or projects more challenging to complete.  Students may negotiate for a reasonable amount of extra time to complete the project, where appropriate. This discussion should occur well in advance.
• Some students may need additional time to complete assignments when given a short window of time to complete them (e.g. assignment given Monday and due Wednesday).
• If you would like to consult with D.R. about what might constitute a reasonable amount of time, please call 5150 and ask to speak with an advisor.

5 Minutes Late to Class without Penalty:

• Some students' disabilities affect mobility, making it difficult to get from one end of campus to another in 10 minutes.
• Permit students with this accommodation an additional 5 minutes to arrive before taking roll or penalizing for tardiness.

Movement/Breaks:

• Some students may need to move frequently—to stand up, stretch, walk around, or even leave the room.
• Students are responsible for lecture material, and should be considerate of others, causing as little disruption to the educational environment as possible when standing, stretching, leaving or re-entering the classroom.

Student-Initiated Participation

• Some students have disabilities which make it difficult to participate when spontaneously called upon in class discussions.  Instructors should call on the student ONLY when the student initiates the interaction.
• If participation is graded, it is the student's responsibility to volunteer to participate whenever possible. We encourage the student and instructor to discuss alternative ways to participate. This accommodation should NOT alter the grading process.

Recorded Lectures

• Students with a range of disabilities may choose to record lectures for a variety of reasons.
• Students may record any lecture or lab information that might be included on an exam.
• Instructors have the option of establishing some reasonable limits related to recording lectures in order to protect students’ privacy. It may not be appropriate to record when personal information is being shared by classmates.
• Instructors may clarify the student's use of the recorded information or establish a time limit for maintaining the audio recording (i.e. for the term).
• Instructors may ask a student to sign an agreement establishing reasonable limitations to recording lectures.  The following form can be used or adjusted for use as needed:  Audio Recording Student-Faculty Agreement*

Volunteer Notetakers:

• Students are asked to identify classmates who are willing to function as volunteer notetakers. D.R. can provide NCR paper (carbonless paper).  This paper should be used by the volunteer notetaker and a copy shared with the student. If the notetaker prefers not to use the NCR paper, copies of notes can be made in the D.R. office upon request.
• The student may ask the instructor for assistance in identifying a volunteer notetaker. The instructor may approach a specific student for this task or make a general statement to the class.
• Suggested Statement: "There’s a need for a volunteer notetaker who will share notes with another student. Please notify me at the break if you are available for this." The student and notetaker should work directly with each other.
• If no volunteer notetaker can be identified, it is the student's responsibility to return to Disability Resources and ask for further assistance.

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Disability-Related Absences

Students may have "disability-related absences" for a variety of reasons (e.g. hospitalization, severe pain, seizures, etc.).

• Some students have an accommodation where exams/quizzes should be rescheduled if there is a disability-related absence.
• Attendance requirements, outlined on course syllabi, do not have to be modified to accommodate a student who is out due to a disability-related absence.  However, we encourage flexibility wherever possible.

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